动力气象学课程小班教学探索

Exploration of Small-Class Teaching in Dynamics Meteorology Course

摘要: 针对《动力气象学》传统教学中学情把握不精准、师生互动不足、参与度有限，且难兼顾不同基础学生需求与高阶思维培养的问题，本文对该课程小班教学实践展开梳理。教学过程中，通过实施基于学情诊断的差异化教学策略、深化“讲授–练习–讨论”三段式互动教学模式，并构建多维度过程性评价体系，推动教学方法创新。实践后课堂效果显著提升，学生从“被动听讲”转向“主动参与”，知识掌握与学习积极性改善，考试成绩整体及优秀生培养均有突破。同时反思两极分化、高阶思维培养不足及教师工作强度大等问题，提出深化分层教学、创新方法等改进方向，为后续课程改革提供参考。

Abstract: In response to the challenges in traditional teaching of “Dynamic Meteorology” course, such as imprecise understanding of student learning conditions, insufficient teacher-student interaction, limited student engagement, and difficulties in addressing the needs of students with varying foundational knowledge while fostering higher-order thinking skills, this paper reviews the practice of small-class teaching in this course. During the teaching process, innovative methods were imple-mented, including differentiated instructional strategies based on learning diagnostics, deepening the “lecture-practice-discussion” tripartite interactive teaching model, and establishing a multi-dimensional process-oriented evaluation system. These efforts significantly enhanced classroom outcomes, shifting students from “passive listening” to “active participation”, improving both knowledge acquisition and learning motivation, and achieving breakthroughs in overall exam performance as well as the cultivation of high-achieving students. The paper also reflects on issues such as polarization among students, insufficient development of higher-order thinking, and the high workload for teachers, proposing improvements such as refined tiered teaching and innovative methodologies to inform future course reforms.